By: Andrew Feight Theme: Conflict Essential Question: Does conflict produce change?
Empowerment: When we teach our students, we need to make sure we provide them with any relevant information. A part of teaching history is to present the facts in such a way that the students can make their own judgments on the events. It is also our job as the teacher to present the information in such a way that they can see how the past events influence the future. When a student can do both of these, the student is now empowered to interact with the present. The student now longer needs someone to tell them what is important, or what is needed, the student can determine this on their own.
Week 1 Generalization: Every Action has consequences Concept: Racism Topic: Native Americans-Trail of Tears
S1C4PO6 (US History) PO 6. Examine the experiences and perspectives of the following groups in the new nation: b. African Americans d. Native Americans (Trail of Tears) e. indentured servants (Irish, Chinese)
S4C4PO3 (Geography) PO 3. Analyze how geography influences historical events and movements (e.g., Trail of Tears, Cuban Missile Crisis, location of terrorist camps, pursuit of Pancho Villa, Mao’s long march, Hannibal crossing the Alps, Silk Road)
Monday: Define Conflict, Power Point and notes, Read Aloud Tuesday: Movie and notes/discussion Wednesday: Movie and notes/discussion Thursday: Written Conversation (see Activity) Friday: Poster protesting the Trial of Tears as though they were alive in 1831. The posters should attempt to produce productive and socially appropriate (non-violent) change.
Facts: Conflict definition: an incompatibility between two or more opinions, principles, or interests. In 1831, the United States government moved Native Americans from their homelands to the western United States. The journey was very controversial and left many of the Native Americans dead.
Resources: The Trail of Tears by Michael Burgman (Book) The Journal of Jesse Smoke A Cherokee Boy by Joseph Bruchac (Book) Bury My Heart at Wounded Knee (Book for read aloud) The Trail of Tears: Cherokee Legacy (Movie)
Activity: The students will have learned about the trail of tears from a Power Point and a movie. On Thursday, the students will be given short excerpts from The Trail of Tears and The Journal of Jesse Smoke A Cherokee. They will be given half of the class to read the excerpts and they will be do the literacy strategy Written Conversation. Students will be required to write about how this conflict produced a negative change for the Native Americans. After the literary strategy, there will be a class discussion.
Week 2 Generalization: Ideas are shaped and molded from the actions and beliefs of others. Concept: Freedom Topic: Religious Impact-Puritans
S1C3PO1 (US History) Review the reciprocal impact resulting from early European contact with indigenous peoples: a. religious(e.g., conversion attempts) b. economic (e.g., land disputes, trade) c. social (e.g., spread of disease, partnerships) d. food (e.g., corn) e. government
Monday: Why Puritans left England (Power Point) Tuesday: Settling in the New Land (Power Point and video from IDEAL) Wednesday: Society and Structure-Religious aspects and influence Thursday: Religious interaction with the Native Americans and the consequences Friday: Dramatic Role Play (Literacy Strategy)
Facts: Puritans came to the new world and brought a new social and religious structure. Puritan beliefs, Indian beliefs, naturalism, conversion attempts, government structure.
Resources: The Scarlet Letter (movie) Movies from IDEAL
Activity: The students will use the Dramatic Role Play literacy strategy to create a skit that shows the differences between the Native Americans and the Puritan. These differences should showcase the Puritan’s newfound religious freedom and the two different social structures interacting. How is this conflict not necessarily an argument, but an incompatibility of two societies?
Week 3 Generalization: Be the change you want to see in the world Concept: Compromise Facts: Bill of Rights- Federalist/Anti-Federalist
PO: S1C4PO4E (US History) Concept 4: Revolution and New Nation PO 4. Analyze how the new national government was created: Creation of the Bill of Rights
Analyze how the new national government was created: a. Albany Plan of Union influenced by the Iroquois Confederation b. Articles of Confederation c. Constitutional Convention d. struggles over ratification of the Constitution e. creation of the Bill of Rights
Monday: Review Constitutional Convention Tuesday: Bill of Rights Wednesday: What Anti-Federalist thought of the Bill of Rights Thursday: What Federalist thought of the Bill of Right Friday: Creating a new Bill of Rights
Facts/ Resources: Constitution, Bill of Rights, Federalist Papers, Fed/Anti-Fed
Activity: The students will be put in groups of 2 or 3 and they will be required to either modify one of the Amendments in the Bill of Right, or to create an 11th amendment to go with the Bill of Rights. The students will then present these amendments to the class and explain why it would benefit the United States' citizens.
Summative Assessment
The student will pick one event from the unit and will create either a newspaper article, a one page paper, or a short speech that explains how conflict has produces change. The students will then prepare a presentation to give in front of the class. This presentation needs to show how a conflict produced change, and then give their assessment of whether this change was good for the society.
Theme: Conflict
Essential Question: Does conflict produce change?
Empowerment: When we teach our students, we need to make sure we provide them with any relevant information. A part of teaching history is to present the facts in such a way that the students can make their own judgments on the events. It is also our job as the teacher to present the information in such a way that they can see how the past events influence the future. When a student can do both of these, the student is now empowered to interact with the present. The student now longer needs someone to tell them what is important, or what is needed, the student can determine this on their own.
Week 1
Generalization: Every Action has consequences
Concept: Racism
Topic: Native Americans-Trail of Tears
S1C4PO6 (US History)
PO 6. Examine the experiences and perspectives of the following groups in the new nation:
b. African Americans
d. Native Americans (Trail of Tears)
e. indentured servants (Irish, Chinese)
S4C4PO3 (Geography)
PO 3. Analyze how geography influences historical events and movements (e.g., Trail of Tears, Cuban Missile Crisis, location of terrorist camps, pursuit of Pancho Villa, Mao’s long march, Hannibal crossing the Alps, Silk Road)
Monday: Define Conflict, Power Point and notes, Read Aloud
Tuesday: Movie and notes/discussion
Wednesday: Movie and notes/discussion
Thursday: Written Conversation (see Activity)
Friday: Poster protesting the Trial of Tears as though they were alive in 1831. The posters should attempt to produce productive and socially appropriate (non-violent) change.
Facts: Conflict definition: an incompatibility between two or more opinions, principles, or interests. In 1831, the United States government moved Native Americans from their homelands to the western United States. The journey was very controversial and left many of the Native Americans dead.
Resources:
The Trail of Tears by Michael Burgman (Book)
The Journal of Jesse Smoke A Cherokee Boy by Joseph Bruchac (Book)
Bury My Heart at Wounded Knee (Book for read aloud)
The Trail of Tears: Cherokee Legacy (Movie)
Activity: The students will have learned about the trail of tears from a Power Point and a movie. On Thursday, the students will be given short excerpts from The Trail of Tears and The Journal of Jesse Smoke A Cherokee. They will be given half of the class to read the excerpts and they will be do the literacy strategy Written Conversation. Students will be required to write about how this conflict produced a negative change for the Native Americans. After the literary strategy, there will be a class discussion.
Week 2
Generalization: Ideas are shaped and molded from the actions and beliefs of others.
Concept: Freedom
Topic: Religious Impact-Puritans
S1C3PO1 (US History)
Review the reciprocal impact resulting from early European contact with indigenous peoples:
a. religious(e.g., conversion attempts)
b. economic (e.g., land disputes, trade)
c. social (e.g., spread of disease, partnerships)
d. food (e.g., corn)
e. government
Monday: Why Puritans left England (Power Point)
Tuesday: Settling in the New Land (Power Point and video from IDEAL)
Wednesday: Society and Structure-Religious aspects and influence
Thursday: Religious interaction with the Native Americans and the consequences
Friday: Dramatic Role Play (Literacy Strategy)
Facts: Puritans came to the new world and brought a new social and religious structure. Puritan beliefs, Indian beliefs, naturalism, conversion attempts, government structure.
Resources:
The Scarlet Letter (movie)
Movies from IDEAL
Activity: The students will use the Dramatic Role Play literacy strategy to create a skit that shows the differences between the Native Americans and the Puritan. These differences should showcase the Puritan’s newfound religious freedom and the two different social structures interacting. How is this conflict not necessarily an argument, but an incompatibility of two societies?
Week 3
Generalization: Be the change you want to see in the world
Concept: Compromise
Facts: Bill of Rights- Federalist/Anti-Federalist
PO: S1C4PO4E (US History)
Concept 4: Revolution and New Nation
PO 4. Analyze how the new national government was created: Creation of the Bill of Rights
Analyze how the new national government was created:
a. Albany Plan of Union influenced by the Iroquois Confederation
b. Articles of Confederation
c. Constitutional Convention
d. struggles over ratification of the Constitution
e. creation of the Bill of Rights
Monday: Review Constitutional Convention
Tuesday: Bill of Rights
Wednesday: What Anti-Federalist thought of the Bill of Rights
Thursday: What Federalist thought of the Bill of Right
Friday: Creating a new Bill of Rights
Facts/ Resources:
Constitution, Bill of Rights, Federalist Papers, Fed/Anti-Fed
Activity:
The students will be put in groups of 2 or 3 and they will be required to either modify one of the Amendments in the Bill of Right, or to create an 11th amendment to go with the Bill of Rights. The students will then present these amendments to the class and explain why it would benefit the United States' citizens.
Summative Assessment
The student will pick one event from the unit and will create either a newspaper article, a one page paper, or a short speech that explains how conflict has produces change. The students will then prepare a presentation to give in front of the class. This presentation needs to show how a conflict produced change, and then give their assessment of whether this change was good for the society.